Presentation on theme: "In Poland School System. The Education System Act of 7 September 1991 (with further amendments) The Education System Act of 7 September 1991 (with further."— Presentation transcript:
The Education System Act of 7 September 1991 (with further amendments) The Education System Act of 7 September 1991 (with further amendments) The Act of 26 January 1982 – Teachers’ Charter (with further amendments) The Act of 26 January 1982 – Teachers’ Charter (with further amendments) Act of 27July 1005 – The Law on Higher Education Act of 27July 1005 – The Law on Higher Education The Polish school system is mainly based on the following legislation (parliamentary acts):
0 050100% 3 4 5 6 7 8 9 10 0 for six-years-old KINDERGARDEN preparatory year of education
0 050100% 7 8 9 12 13 14 10 11 I II III IV V VI Test I level II level Primary school
0 050100% 13 14 15 16 I II III written exam GIMNAZJUM
0 050100% 16 17 18 19 20 I II III GENERAL SECONDARY SCHOOL SPECIALISED SECONDARY SCHOOL TECHNICAL SECONDARY SCHOOL HE ACADEMIC SCHOOLS POST SECONDARY SCHOOLS 21 22 23 SUPLEMENTARY GENERAL SECONDARY SCHOOL SUPLEMEN- TARY TECHNIKAL SEKONDARY SCHOOL
Distribution of responsibilities for the organisation and administration of the education and training system.
The main role in initiating and exercising control over current and long-term educational policy is played by the Minister of National Education with respect to school education and by the Minister of Science and Higher Education with respect to higher education. The Parliament is responsible for the final version of legal acts that determine the orientation of educational policy and the amount of money earmarked for education. Teachers’ Unions have a considerable role in shaping current educational policy. The Minister of National Education is obliged to consult Teachers’ Unions on the most important decisions, and in certain cases he/she must have their approval.
Only the national educational policy is developed and carried out centrally while the administration of education and the running of schools, pre- school institutions and other educational establishments are decentralised. The responsibility for the administration of public kindergartens, primary schools and gymnasia has been delegated to local authorities (communes). It is statutory responsibility of districts to administer upper secondary schools, artistic and special schools. The provinces (voivodships) have the co-ordinating function, supervising the implementation of the policy of the Ministry and being responsible for pedagogical supervision.
The Minister determines the following groups of problems and tasks: 1. outline timetables 2. core curricula for pre-primary education, for compulsory general subjects and general vocational education 3. conditions and procedures for the approval of curricula and textbooks for the school use; the recommendation on teaching aids as well as lists those curricula, textbooks and aids 4. rules for assessing and promoting pupils and for conducting tests and examinations 5. requirement standards being the basis for tests and examinations 6. rules and conditions for implementing innovations end experiments by schools or other institutions 7. organisation of the school year
8. establishing rules for subject competitions and national competitions 9. rules and conditions for organising care for pupils with special educational needs in mainstream and integration schools, and organising special education 10. rules and conditions for organising psychological and pedagogical assistance for pupils 11. procedures for organising correctional gymnastics and optional physical education lessons 12. rules and conditions for organising tourism and sightseeing activities by schools.
Privat schools In Poland schools can be of two types: public (state) schools, which offer free education within the framework of the core curricula, and non-public schools. The latter can be civic (social), church or private schools. All these schools may have their own curricula, which are approved by the Minister of National Education. They are financed by fees received from parents. Funds can also come from private enterprises and foundations. Non- public schools with the rights of public schools are eligible for a grant calculated according to the number of pupils, which equals 100% of average cost of educating a pupil in a public school. Most non-public schools have small number of pupils and small classes. They can offer the individualized teaching programs, by the wider range of curriculum choice.
Assessment, certification and guidance In years 1-3 (primary education) – the assessment is descriptive. 6 – excellent 5 – very good 4 – good 3 – satisfactory 2 – acceptable 1 – unsatisfactory Starting with grade 4, the teachers has the following scale of marks at his/her disposal:
The assessment is divided into partial, periodical and annual assessment. Pupils have the right to take a verifying examination if the periodical or annual mark is in their or their parents opinion too low. excellent very good good acceptable unacceptable reprehensible and for their behavior (conduct) :
An external standardized test upon the completion of the primary school (grade 6) has been introduced. This tests are comparable on the national scale. At the end of the 3 rd year of the gymnasium, an external standardized examination has been introduced. This examination checks both abilities, skills and knowledge in the field of humanities, science and foreign language proficiency. Examinations are attached to the leaving certificate, they are comparable on the national scale and have strong bearing on admission to upper secondary schools.
On the completion of the 3-year general upper secondary school pupils are awarded a school leaving certificate. It gives access to the Matura examination or to post-secondary education. The Matura examination is held at the end of the 3-year general or specialised lyceum by the Central Examination Commission and at the end of the 4-year technikum. It consists of the written part, prepared by the Central Examination Commission and assessed by Regional Examination Commissions, and oral examinations, prepared and assessed by school teachers.